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What will happen when an international student from China work for the first time in
an institution of the US and work with people who come from almost everywhere in
the world? People might expect a lot of cultural conflicts or cultural differences in this
situation. As the observer and the participant in this case, I indeed witness various
with my American colleagues and the immigrant participants also remind me how
The immigrant students, my American colleagues, and me, the three parties, at first
seem quite different from each other in their identities and positions in the American
society. However, the three parties also share a lot of similarities in their
communicative repertoires.
Therefore, the repertoire I share with my colleagues would be based in our similar
On the other hand, like the immigrants who are new-comers to the US culture, I also
am new to this culture, and desire to learn a lot about it. My great interest in the
Civics Class demonstrates this. Therefore, when talking about the new and unknown
American culture, the immigrant students and I share curiosity in common, as well as
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the willingness to learn about foreign cultures.
The American staff and the immigrants also share repertoire which I call social
not participating into the social activities, but rather that the social activities in which
(for example, paying taxes, parking, child care, mortgage). Therefore, I could
from both my American colleagues and immigrant students about the life outside the
academic repertoire.
Welcoming Center for New Pennsylvanians, from three different perspectives: I will
address my own experiences, those of the immigrants and refugees served by the
Welcoming Center, and the Centers US staff. The specific examples presented in this
internship narrative mainly deal with cross-cultural interactions and the learning of
Immigrant Language Acquisition, Wilson (2012) pointed out that Philadelphia is one
of the nine cities in the US providing language access services for immigrants.
Welcoming Center for New Pennsylvanians is one of the sixteen federal funded, non-
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profit organization. Its non-profit feature pushes the profit-aimed stakeholders
backward for a bit and most of the services provided are free and start from the good
environment is created to meet its non-profit identity. Two examples drawn from my
Among my American staff, there are several ways for addressing the immigrants in
the main three options for using. Most of my American colleagues prefer using
collaborative process, the staff together with immigrants achieve the goals of settling
down in the US. For most ESL class teachers, they prefer using immigrant students
to refer to the immigrants. From my point of view, clients are rarely used could
show WCNP s non-profit feature. From this non-profit feature, I find the similarity in
the academic settings where I have been involved in for a lot of years. At the very
Like immigrant participants who are new-comers to the US culture, I also new to this
culture and desire to learn a lot about it. My great interest in the Civic Class could be
a demonstration for this. Therefore, when talking about the new and unknown
American culture, immigrants and me always share the curious feelings, as well as the
willingness that desire to learn about foreign cultures. In addition, I am not only a
new-comer into a culture but also a new-comer into a new social setting. Working as a
volunteer at WCNP is different from being a student at school even though the two
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In the first week of my internship, I received the training of the in-take process from
my instructor. I sat with my instructor and memorized how she makes phone calls to
people who register for the WCNP to schedule appointments with them. Then the
immigrant participants would take their documents to the center and the in-take
instructor inputs all general personal information into the database of the Welcoming
them questions about their conditions of education, family, finance, living etc and
finally their ultimate goal coming to the center. The database is designed as the
archive of all the immigrants who register for the center so that they might get help
according to their conditions and their employment status would also be traced by
using the contact information recorded in this database after they leave the center.
I still remember how nervous I was when my in-take instructor checked with another
volunteer I worked with about my performance for my first independent in-take work.
of immigrants in Philadelphia, and the office culture in the US. Before I worked as an
intern in this organization I did not have any other working experience in the US and
most of my interactions with people from non-Chinese culture happened within the
mainly deal with moments when I broke previous stereotypes towards the US culture
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Breaking the stereotype
I was lucky enough to participate staff meetings every Wednesday. The purpose of the
staff meetings was to put forward issues that currently emerge in the organization so
that the staff could come up with possible solutions to the issues. Or sometimes
visiting guests from other organizations would be invited to give lectures during the
staff meeting. One of the guest lectures which made a strong impression on me was a
people with free advice on getting safe medical care and legal services in medical
related lawsuits. The speaker began his lecture with a series of appalling statistics
about medical accidents due to inappropriate treatment. My colleagues and I were all
shocked by the fact that in the US a large number of people die every year because of
the careless medical treatment. Especially for me, before I came to the US my
perception of the medical care system of America was that it is quite advanced, in
other words, large numbers of medical accidents are impossible in the US. However,
the fact is that in the US, the medical care system has its own issues and medical
article by Nenner (2009). The story reports a case in which a hospital carelessly dealt
with an immigrant from China whose nose kept on bleeding after he was assaulted in
the course of a robbery; he refused to be discharged from the hospital. In the article,
the writer looks in detail at the reasons for the Chinese immigrants refusal to be
discharged from the hospital. According to the testimony of the patient, the hospital
refused give him further treatments because they suspected him of being an
undocumented immigrant. In any case, he did not recover from the injuries. The guest
lecture revealed problems in the medical care system for average American citizens,
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and showed that the situation might be even worse for immigrants.
Many immigrants come to the US because they have to if they want to survive. A lot
of immigrants own countries are currently war-zones and the basic safety of people
could not be guaranteed in their own countries. For many such immigrants, the US
represents a place of hope, where they might be able to live in relative safety.
However, if immigrants could not get basic services like necessary medical treatments
survive?
The first thing I spent some time on to adjust myself was the ways of addressing my
environment at the Center, everybody addressed each other by using the first name. I
struggled a little to get used to that because in Chinese culture and in the academic
context, I rarely address people who are elder than me by using their first names,
Another new awareness I got from my internship experiences was the importance of
checking the work schedule each day before starting work. I found that such
schedules are quite important in the US office culture at least in the Welcoming
Center. People were expected to check all the schedules or shared calendars before
taking actions. There was a time when I double-scheduled the office room due to my
Besides those new notions about office culture, I also learned a lot from the Civics
Class. The Civics Class was meant to prepare immigrants for their Citizenship
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Application Test. Therefore, a lot of information about American history, politics, and
details of US history and politics (this, for example, was the first time I learned what a
phone bank was). In this class I gained many insights into life in the US, and
learned about street skills, which might be rarely discussed in formal, academic
environments.
newcomer to integrate and get insights into a new culture. This in fact is
Second Language Experience (Dudley 2007). The researchers used interviews and
their social integration. The research results show that most of the immigrants have
different ways of using oral English to communicate and for most of the immigrants,
interviewees reported that they could practice both productive and receptive English
during interactions with native speakers. Other immigrants who engaged in volunteer
Also, most of the interviewees reported that volunteering enabled them to have more
intensive contact with local people, which helped them integrate into the target
culture. These reports from the research were also proved by my own working
experiences in the Welcoming Center. I not only met people from all around the
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world, but also learned the American culture through daily encounters with my
American colleagues, and learned more about current issues, histories, and electoral
In the Welcoming Center, immigrants definitely have a lot of opportunities to use their
English such as asking their case managers for help, chatting with their classmates
I believe if immigrants could also have the opportunities to work as I do, they would
classroom assistant and as an intake assistant; I also worked with the case manager
team.
This allowed me to become involved in most of the work the organization does, and
my observations of the US staff are mainly about their efforts to communicate with
The first thing I noticed when I started doing intake was the box of tissues on the
office desk. My first thought was that this was for the staff use, but later I learned
from our case manager that the tissues were actually for immigrant clients. By and by,
I learned the necessity of the tissue when immigrant clients came to do the intake and
talked about the hardship and struggles in their previous life or the wars in their
mother countries. There were a lot of times people could not hold back tears.
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The staff in the Welcoming Center also help immigrants with their English learning
outside the ESL classroom. Sometimes when it was the break time, some staff would
chat with the immigrant students in English, partly in order to informally assess their
pointed at the kitchen and said chicken instead. One of the case managers corrected
the student but then began to use chicken to refer to the kitchen area every time
when talking to the same immigrant student, and by and by nearly all the staff began
to adopt the funny mistake. When looking at these examples, I really appreciate how
the staff at the Welcoming Center make efforts to create a friendly environment for
the immigrants so that even when they made mistakes in using English, the
immigrants would not feel embarrassed and would not be discouraged from using
ESL Classes
ESL classes are the main source of my observations. In the ESL 0-1 class, most of the
immigrant students were beginners, which meant that most of them might only
understand English alphabets or simple greetings or words. The content that the
outside classes, the Welcoming Center also provide students with various levels of
In the ESL 0-1 class, the teacher did not simply teach English grammar, but also
taught knowledge that is related to US culture. For example, once when the teacher
taught English words about colors, he pointed out for the students the two different
ways of spelling gray/grey.. The teacher told the students that grey is more
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common in British English and there are a lot of other English words that are spelled
Although this is just one tiny thing in the teaching, I think it already shows the
students variations in English usage, and puts these variations in a broad cultural
context.
Another example I observed illustrates that how the ESL class teacher is regarded as
the model or sample of the American culture by the immigrant students. The teacher I
worked with was originally from New York City, and I noticed that when he said the
phrase kind of to express uncertainty, he usually slightly stretched out his hand and
fingers and shook his hand a little bit. I do not know whether the gesture is specific to
New Yorkers or not, but I did notice that the immigrant students in the class,
especially some active Spanish speakers, gradually adopted this gesture, as did
another Arabic-speaking student later in the semester. Once, when she was asked to
express uncertainty and she forgot to say kind of, she just used the gesture to
express her meanings and the teacher quickly got her intentions and spoke out kind
of ? to reassure his guessing. I also noticed that in this class this body language was
immigrant students.
From this example, I saw how a gesture used by a ESL teacher articulated among
immigrant students. I think it is because most of the students saw their teacher as a
model of the target culture to imitate, and the articulations of the body language even
gains new meanings when adopted by immigrant students from different cultures.
Language (2014) put forward the Diversity Principle, which means The more widely
circulated a communicative element is, the more highly diverse the interactions with it
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will be (p.10). The ambiguity of the meanings of the gesture and the widely use in
English Learning
The main goal of most of the immigrant students in the ESL classes was to improve
their English so that they might have more opportunities in the new society. Once, an
immigrant from South Korea asked me how she might improve her oral English. Her
question made me realize that as a matter of fact, a lot of immigrants do not have
chances to speak English outside the ESL classes. One reason is that many a
immigrants do not have current jobs and their relatives or friends who speak their
mother tongue are the only people they have interactions with. Another reason is that,
even though they do have jobs, they still do not have that many opportunities to use
English when their jobs do not require them to use English often. ESL teachers, from
One approach I learned from one of my colleagues at the Welcoming Center is to ask
students to report in class about their conversations with others in English. The ESL
teacher often asked students to describe the situation of the conversations, with whom
they have conversations, how they feel about that, and what language problems they
Stewart (2010) proposed a new pedagogy for L2 writing class that involved asking
immigrant students to write about their own feelings and experiences after coming to
the US. My colleague used the same strategy, which helps to integrate immigrants
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daily experiences into their English leaning. Of course, ideally immigrants need to
practice their oral English in interactions with people in their jobs but this oral
outside the classes and to some extent, this assignment connects English pragmatic
Interactions among immigrants were the main ways that they learned about each
There were moments in the ESL classroom when Spanish-speaking students and
English. When they found similarities in the forms of certain words, they would
happily use limited English to express the feelings of belonging to similar cultures.
One activity that students in the ESL class particularly enjoyed was when the teacher
asked what the corresponding vocabulary for an English word was in other languages.
It seemed to me that immigrant students were all amused by the great differences in
My observations about the students interactions during the break time show how
communicate each other. As their English proficiency grew, these interactions became
more and more frequent, and it seemed to me that perfect understanding or speaking
every word exactly was not necessary for successful communication to take place. As
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long as both of the speakers knew the ongoing context and the purpose of the
communication took place with minimal use of language, as, for example, when a
All these observations once again make me feel the importance of communicative
repertoire and metacommentary as method, Rymes (2014) puts forward the concepts
communities in which they participate. Examples stated above could well illustrate
how gesture and body language served as one communicative repertoire help the
individuals communicate with each other. On one hand, these examples reminded me
that when it comes to language education, it is necessary for the educators to instruct
students to recognize the candidate repertoire elements and then explicitly explain
these elements within a the given context. On the other hand, as an individual, I
realized once again that how abundant are the communicative repertoires people from
different cultures use during daily interactions. And these daily encounters provided
my scope of communication.
Besides observations drawn from my in-take work, my other observations about the
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internship, I helped with covering the whole ESL classes twice due to the absence of
the instructors. Those experiences were my very first teaching and through the
interactions with my immigrant students, I for the first time realized how I perceive
Generally speaking, my teaching did not encounter critical moments and everything
went well. However, when I reflect on my teaching, the most difficult thing I notice is
communicating with my students in the class. The students I taught are from ESL 0-1
class so I made special efforts to make myself understood when giving the
instructions. Because of the limited English level of the students, I had a hard time to
tell whether my students understand my instructions and the contents I taught. The
most direct way for me to know was asking explicitly Any questions? or Does that
make sense? As the class proceeded, I noticed that students got bored with
responding to these questions. I was worried at that time because I did not receive the
expected feedback from my students so I had no idea whether they were on the same
page with me. Also, the reasons for students reducing interest in responding could be
students were getting bored because the contents are too easy for them or students
were getting confused because the accumulating new information as the class
proceeded. I could not tell which reason it was when I was teaching. Only after I
finished my class and I was told by the students that the contents were rather easy that
I realized that boredom was one possible reason for their lack of active participation.
Now again when I reflect on my teaching, I think it might because the position I have
at that time is the teacher thus immigrant students even might be bored, they would
not explicitly tell me the contents are not proper. Also, during my teaching I had some
moments that I felt I am not qualified to teach because I am not a native speaker and
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students seem to not fully trust in my teaching as they trust in the class instructor. For
example, when students had doubts about my explaining, they would not rely me that
much like they did to the routine instructor. And they would resort to the Internet a lot
In Chens (2014) article, the writer examines moments of her own negotiations as an
where faculty of color are few. Using her own teaching as a case study, Chen critically
reflects on how her identity as a non-native speaker affects her teaching. This article
reinforces what I was experiencing when I taught in the Welcoming Center and it also
makes me rethink my identity as an ESL educator: what can I draw from my non-
native speaker identity in teaching? How could I get over my lack of confidence in
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References
Intercultural Communication. New Directions For Teaching And Learning. 138. pp. 5-
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Dudley, L. (2007). Integrating Volunteering into the Adult Immigrant Second Language
Holmes, P., (2015). The cultural staff around how to talk to people: immigrants intercultural
Wilson, C.E., (2012). Collaboration of Nonprofit Organization with Local Government for
962-84
Stewart, M. A. (2010). Writing With Power, Sharing Their Immigrant Stories: Adult ESOL
Students Find Their Voices Through Writing. TESOL Journal. 1(2). pp.269-83
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